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Ferry Adenan
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Humanities Education

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Beberapa cara memberi respon terhadap pernyataan di dalam "Conversation" Bahasa Inggris Adenan, Ferry
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 3,1981,TH.I
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v3i3.7376

Abstract

Banyak mahasiswa yang belajar bahasa inggris tidak tahu bagaimana memberi tanggapan (=respon) terhadap suatu pernyataan yang mengundang pendapat orang laihn. Misalnya, terhadap pernyataan-pernyataan berikut :That was veri intersting speech !The cake was terrific !What a day !Respon yang didapat biasanya "diam" (=tidak ada respon) atau hanya respon "yes" atau "no" saja. Jarang sekali terdengar variasi jawaban seperti : "Yes, wasn't it ?, atau "Indet it was !", atau jawan lain semacamnya. Padahal, menurut penelitian R.J. Wingfield di dalam conversation "statements" yang mengharapkan respon lebih sering frekuensinya dari pada pertanyaan yang mengharap respon. 
MAKNA DALAM BAHASA Ferry Adenan
Humaniora Vol 12, No 3 (2000)
Publisher : Faculty of Cultural Sciences, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (607.579 KB) | DOI: 10.22146/jh.698

Abstract

Di negara-negara maju Systemic Functional Linguistics (SFL) banyak dimanfaatkan di dalam pengajaran dan pembelajaran bahasa Inggris . Di dalam SFL terdapat pengertian bahwa linguistic membedakan fungsi dalam konteks paradigma dan fungsi di dalam konteks sintakmatika. Yang disebut pertama umum dikenal sebagai sistem, sedang yang kedua dikenal sebagai struktur bahasa. Sistem menyebabkan orang dapat menginterpretasi hubungan paradigmatika sedangkan struktur bahasa memungkinkan orang menginterpretasi hubungan-hubungan sintakmatika. Systemic linguistics bukan sistem resmi bahasa, lebih tepat dikatakan sebagai suatu cara berpikir tentang bahasa dan lebih kena lagi dikatakan sebagai cara bertanya tentang bahasa sebagai objek . Pertanyaanpertanyaan itu terutama berupa pertanyaan tentang sifat dan fungsi bahasa .
Systemic Functional Linguistics: Meaning Carriers In Functional Grammar Ferry Adenan
Humaniora Vol 13, No 3 (2001)
Publisher : Faculty of Cultural Sciences, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (2124.51 KB) | DOI: 10.22146/jh.728

Abstract

Emeritus Professor M.A.K Halliday, founding Professor of Linguistics at the University of Sydney, Australia, is often regarded as the linguist responsible for the development of systemic functional linguistics. Systemic functional linguistics is a comprehensive descriptive model of language and language use which has been evolving for many years. It is still evolving as applied linguists continue to research and reflect on the way human beings use language to make meaning in social contexts. Educators and linguists are both concerned with SFL. Educators would like to know how people learning the language can follow native speakers of the language to use the language. Therefore, SFL is to build a discipline of educational linguistics. In practice educational linguistics may mean, “learning language, learning through language, learning about language”, (Cope, B. et. Al. 1993). Educational linguistics brings linguists and educators together to deepen their insight about language and language use and to easen their professional duties. SFL is ‘systemic’ because whenever a feature of language is described it is described as one choice from a set of possible choices within a particular language system which itself is part of a network of systems that make up the language. The systems are related in a kind of hierarchy making it possible to describe an aspect of language at whatever level of detail is the most useful. Language users are constantly making choices from the set of systems which make up the complete resource of language and then putting these choices into effect through the structure of the language they use. Understanding this process can provide very useful insight for language teachers and users.
BEBERAPA MASALAH COMMUNICATIVE TESTING DALAM PENDIDIKAN BAHASA lNGGRIS Ferry Adenan
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 1,2001,TH.XX
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1788.839 KB) | DOI: 10.21831/cp.v1i1.8785

Abstract

Since 1945 English Language Education in Indonesia has been carried out according todifferent approaches and methods. These meet the needs of the era. English language teaching inIndonesia Iias experienced implementation according to the structural approach until thecommunicative approach at present. At the time when the structural approach was dominant, twosigtlificant method? were implemented, namely, the grammar-translation and the audiolingualmethod. The tests on English followed the methods that were implementedTests on Eilglish language education for the grammar-translation method differed from thosefor the audio linbml Translation, English composition writing, literary criticism, parsing exercises,and .language analyses were the test form given according to grammar-translation method whichwere characterized by uncontrolled subjective evaluation. G o d , valid, reliable, practical andobjective tests, statistical counts and indirect testing using multiple choice, true-false, matching anconlpletion as well as objective system of evaluation were carried out following the audio linguallnelhod.In the next development both the methods and' the forms of English Language testing lessfulfilled the standard of English mastery of learners in the era of globalization wherecommunication along nations of different countries happen very quickly because of the progressmade in the field of science and technology such as the invention of internet, E-mail, facsimile,became the creed of tile era lerefore, since 1994 the communicative approach in Englishlanguage education has been adopted. Integrative socio-linguistics, which is the basis of thecommur~icative approach, is predicted to arm the students with enough language competence to beable to paform commurrication in various situations and conditions in life. Communicative Ehglishlanguage tests appear to be very cornplex and difficult for tested as well as for test designers toconstmct. As an alternative solution to the problem, this article offers same approaches, techique,and procedures and steps in constructing the tests, accompanied by clear examples in the appendix.
KOMPETENSI : SUDAH SAATNYA KITA MELANGKAH ? Ferry Adenan
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 1,1984,TH.IV
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v1i1.7463

Abstract

Tujuan utama dari Pendidikan Guru Berdasarkan Kompetensi (PGBK) di Indonesia ada1ah untuk meningkatkan kua1itas seko1ah-seko1ah kita dengan meningkatkan kua1itas para guru. Langkah ini sangat terpuji dan perlu kita dukung. Meskipun demikian, di da1am imp1ementasi program-program PGBK, orang seringka1i berasumsi bahwa memang te1ah ditemu dan diketahui cirri-ciri kompetensi-kompetensi khusus yang dapat menghasi1kan guru-guru yang efektif dengan kriteria-kriteria yang telah diuji coba. Salah satu contoh ada1ah kriteria dasar tentang profi1 kemampuan dasar guru.Di da1am pe1aksanaannya, orang sebenarnya hanya dapat speku1asi tentang efektif-tidaknya kompentensi-kompentensi tersebut.
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